Literacy 14 HIGHLY RECOMMENDED Tests of Reading Comprehension (TORCH) and TORCH Plus NEW Assessment Passages TORCH Plus is an extension of the best-selling Australian Tests of Reading Comprehension (TORCH) 2nd Edition. It was developed in response to requests for additional and more challenging material for upper primary and secondary students. TORCH Plus contains the four most diffi cult tests from TORCH and four new tests designed to challenge middle secondary students. It extends the range of styles of reading passages used in TORCH, and includes recent non-fi ction texts written for adult audiences. The four new tests have been calibrated against the TORCH scale, allowing teachers to compare the achievement of their students with the achievement of over 7000 Australian students. The items from each test have been categorised according to the Reader Behaviour Framework, as described in Teaching and Learning with TORCH. Photocopy masters of the passage summary sheets are included in the TORCH Plus manual. With the help of the comprehensive Teacher Manuals, teachers can select the most appropriate test for their students, and generate both normative and descriptive reports on the relative achievement of their students. TORCH and TORCH Plus can be used for a variety of purposes: n as a broad estimate of a student’s reading comprehension achievement n to help assess the extent to which objectives of the school reading curriculum have been achieved n to confirm or supplement other estimates of a student’s achievement in reading n to provide information which may be used in setting realistic goals and planning effective learning programs n to identify students who are making unsatisfactory progress so they may be given special diagnostic and remedial attention n to locate areas of weakness or strength for individuals or within a class n to monitor student reading comprehension achievement over time. Range TORCH years 3–10, TORCH Plus years 6–10 Purpose To identify comprehension levels, measure progress and use content- referenced interpretation to identify those skills requiring further instruction. Administration 30–45 minutes, group and individual Assessment Content n Cloze comprehension – TORCH Plus includes eight passages - four passages from TORCH and four new, more challenging tests for upper primary and secondary students. TORCH includes 12 passages. In both TORCH and TORCH Plus passages are graded in order of difficulty and include a range of text types. n Students read a passage and then use a separate answer sheet to re- tell the passage, filling in the gaps in their own words to demonstrate understanding. The cloze items assess a range of comprehension skills which are outlined in the Reader Behaviour Framework. TORCH Plus specimen set A000TOP $109.95 Tests of Reading Comprehension specimen set A000TOR $109.95 14 NEW TORCH Plus ACER Press 2006 HIGHLY RECOMMENDED Test of Reading Comprehension (TORCH) Second Edition ACER Press 2003
Transcript
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HIGHLY RECOMMENDED
Tests of Reading Comprehension (TORCH) and TORCH Plus NEW
Assessment Passages
TORCH Plus is an extension of the best-selling Australian Tests of Reading Comprehension (TORCH) 2nd Edition. It was developed in response to requests for additional and more challenging material for upper primary and secondary students.
TORCH Plus contains the four most diffi cult tests from TORCH and four new tests designed to challenge middle secondary students. It extends the range of styles of reading passages used in TORCH, and includes recent non-fi ction texts written for adult audiences.
The four new tests have been calibrated against the TORCH scale, allowing teachers to compare the achievement of their students with the achievement of over 7000 Australian students. The items from each test have been categorised according to the Reader Behaviour Framework, as described in Teaching and Learning with TORCH. Photocopy masters of the passage summary sheets are included in the TORCH Plus manual.
With the help of the comprehensive Teacher Manuals, teachers can select the most appropriate test for their students, and generate both normative and descriptive reports on the relative achievement of their students. TORCH and TORCH Plus can be used for a variety of purposes:
n as a broad estimate of a student’s reading comprehension achievement
n to help assess the extent to which objectives of the school reading curriculum have been achieved
n to confirm or supplement other estimates of a student’s achievement in reading
n to provide information which may be used in setting realistic goals and planning effective learning programs
n to identify students who are making unsatisfactory progress so they may be given special diagnostic and remedial attention
n to locate areas of weakness or strength for individuals or within a class
n to monitor student reading comprehension achievement over time.
Range
TORCH years 3–10, TORCH Plus years 6–10
Purpose
To identify comprehension levels, measure progress and use content-referenced interpretation to identify those skills requiring further instruction.
Administration
30–45 minutes, group and individual
Assessment Content
n Cloze comprehension – TORCH Plus includes eight passages - four passages from TORCH and four new, more challenging tests for upper primary and secondary students. TORCH includes 12 passages. In both TORCH and TORCH Plus passages are graded in order of difficulty and include a range of text types.
n Students read a passage and then use a separate answer sheet to re-tell the passage, filling in the gaps in their own words to demonstrate understanding. The cloze items assess a range of comprehension skills which are outlined in the Reader Behaviour Framework.
TORCH Plus specimen set A000TOP $109.95
Tests of Reading Comprehension specimen set A000TOR $109.95
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NEW
TORCH Plus
ACER Press 2006
HIGHLY RECOMMENDED
Test of Reading Comprehension (TORCH)
Second Edition
ACER Press 2003
HIGHLY RECOMMENDED
Teaching and Learning with TORCHA new companion volume to the widely used TORCH Tests of Reading Comprehension, 2nd edition.
Helen Lamont ACER Press 2006
Teaching and Learning with TORCH is a ‘hands on’, practical resource for analysing student performance on TORCH and planning teaching and learning activities to develop students’ reading comprehension.
The book includes copy masters of the new student Summary Sheets categorising items from each test according to the Reader Behaviour format. There are also descriptions of four effective classroom teaching methods. Teaching and Learning with TORCH includes:
n An item by item analysis of each TORCH test, placing them into three broad bands: LOCATE, INTERPRET and USE;
n A new Summary Sheet for each TORCH test allowing the teacher to see clearly what type of reading comprehension items a particular student has answered correctly or incorrectly, assisting them to plan teaching and learning strategies;
n Detailed descriptions and worked examples of four teaching methods which may be used to improve student reading comprehension –
- Guided Silent Reading
- Read and Retell
- Three Level Guide
- Cloze for Understanding
Teaching and Learning with TORCH provides teachers with a bridge from testing to teaching.
The summary sheets
Each of the twelve summary sheets provides a detailed, item by item analysis, allowing teachers to see what type of items a student is answering correctly and incorrectly. The summary sheets also provide space for a summary of student performance and teaching objectives.
About the author
Helen Lamont has many years experience working with teachers who use TORCH. She is the author of Interpreting TORCH for New Zealand Teachers (Hamilton Reading Advisors, 1995) and a co-author of Success with Reading and Writing (Dellasta, 2000).
0 86431 676 3 $39.95
Note that summary sheets for TORCH Plus are included in the TORCH PLUS manual.
Sample summary sheet
Sample activities
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HIGHLY RECOMMENDED
PROBE Reading Assessment with an Emphasis on High-level Comprehension Second Edition
Chris Parkin, Catherine Parkin and Brian Pool Triune Initiatives 2002
Prose Reading Observation, Behaviour and Evaluation of Comprehension (PROBE) is any easy-to-use, behavioural style assessment designed to identify how readers read and what they understand.
Key Features
n Easy to administer and interpret
n Fiction and non-fiction texts at each of 20 levels
n Targets six explicit comprehension skills
n Photocopiable student record sheets for each passage
n Includes ‘determiner’ to establish starting points
Range 8–15 years of age
Purpose To assess reading accuracy, reading behaviour and indepth reading comprehension.
Administration Approximately 20 minutes – individual
Assessment Contentn Oral reading
n Oral or written comprehension questions covering six defined areas of reading comprehension:- Literal- Reorganisation- Inference- Vocabulary- Evaluation- Reaction
n Determiner word recognition test to establish a starting point for using PROBE
Kit 990PRO $195.00Includes an Administration Guide with Answers and Photocopiable Student Record Forms, Student Textbook and DeterminerSupplementary Kit 991PRO $95.00Includes an Administration Guide with Answers, Student Textbook and Determiner
Training Program for 2007
Introduction to PROBE Reading AssessmentFor those with little or no experience using PROBE14 June 9.00am – 12.00pm $93.50 (inc. GST, refreshments & workshop materials)
Further Investigating PROBE Reading AssessmentFor those with previous experience using PROBE14 June 1.00pm – 4.00pm $93.50 (inc. GST, refreshments & workshop materials)
PROBE Exercise
Exercise: Bradley
n Fiction
n Suitable for 11.5–12.5 years of age
n Student Text
n Student Assessment Sheet
n Answers
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HIGHLY RECOMMENDED
KEY Comprehension SeriesThe KEY comprehension series is linked to the comprehension skills assessed in PROBE. These excellent resources explicitly teach comprehension skills ensuring that students’ reading for understanding improves significantly.
KEY into evaluation
KEY into reorganisation
Activities to teach the specific comprehension skill of reorganisation
KEY into inferenceActivities to teach students inferential comprehension skills
A unique series of teaching resourcesMultiple Use
n These resources cater for most students – from improving readers to accelerating capable readers
n Perfect for the guided reading programme
n Most suitable for remedial reading – older students with very low decoding can have the material shared orally
User-Friendly and Flexible
n The design of each resource is similar for easy use
n Three levels give the teacher a choice of entry levels to best suit student needs
n Success can be achieved without using all items. You can move between the levels according to need
Sound Principles of Effective Teaching
n Models allow the teacher to demonstrate how the skills work
n A range of short to longer texts allow progressive development
n The KEY words allow students to see what competent readers unconsciously do
Common Design Features
n Generally suitable for students 8 years through to adults
n Flexible, easy-to-use models and practise items
n Progressive, developmental process
n Wide range of original, purpose-written texts
n 94+ pages of copymasters (up to 200 items)
n Three levels – covering decoding ages 8 to 14+ years
n Fiction and non-fiction passages
n Separate guide and answers book with key words
n Full answers and key words for all questions
KEY into evaluationComplete Kit 990EVL $150.00Includes Copymasters Book and Teacher Guide and Answers Book Additional Teacher Guide and Answers Book 600EVL $55.00
KEY into inferenceComplete Kit 990KEY $150.00Includes Copymasters Book and Teacher Guide and Answers Book Additional Teacher Guide and Answers Book 600KEY $55.00
KEY into reorganisationComplete Kit 990KIR $150.00Includes Copymasters Book and Teacher Guide and Answers Book Additional Teacher Guide and Answers Book 600KIR $55.00
Training Program for 2007
The High Level Bridge – Bridging the Comprehension GapFor those with little or no experience using PROBE
Progressive Achievement Tests in Reading (PAT-R)Comprehension and VocabularyThird Edition
ACER Press 2001
NEW NORMING SUPPLEMENT
Norm supplement featuring Reading Progress Tests and PAT-R norm tables calibrating the two testing programs on the one scale. This allows monitoring of reading comprehension improvement from the first year of school to the tenth year of school.
Download at <www.acer.edu.au/pat_r_supp>
Key Featuresn Common scale for all testsn Standardised scores reported in percentiles and staninesn Diagnostic and descriptive reports based on national profile levelsn Assesses a range of comprehension skills
ACER Test Scoring available – see page 12
Range Years 3–9
Purpose To assess reading comprehension and word knowledge, to monitor progress over time, and to provide teachers with objective information for setting realistic goals and planning effective work programs.
Administration Comprehension: 40 minutes, Vocabulary: 25 minutes – group
Assessment Content
n Comprehension – students read a range of fiction and non-fiction comprehension passages and answer multiple choice questions based on each passage
n Vocabulary – students select the most suitable word from five alternatives to replace an underlined word within a sentence
Test Formatn Eight reusable test forms – four comprehension and four vocabulary test
forms arranged with increasing levels of difficultyn A range of culturally varied texts, containing a balanced representation
of male and female charactersn Multiple choice itemsSpecimen Set A000PAT $130.00Includes a Manual and one of each Test Booklet and Answer Sheet
Also available
Progressive Achievement Tests in Mathematics – Third Edition page 32
PAT-R Comprehension Exercises
PAT-R Vocabulary Exercises
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Online Placement Instrument - English
iAchieve
ACER
Key Features
n Literacy assessments completed online
n Tests adapted to student ability
n Immediate feedback of results
n Both group and individual reports available
Range Years 3–10
Purpose The program can be used in a variety of ways as determined by the school. For example:n Class or year level subject based testingn Group transition placement testingn Placement for individual students enrolling during the yearn Testing by learning support staffn Evaluation of particular programs
Reporting and Analysisn OPI reports are available the moment an assessment is completed.
n The program offers two student reports (‘Where You’re At’ and Individual) and group reports.
To establish your online account, place an order for the OPI Annual Registration Fee (E900) with ACER Press Customer Service.
Further informationWeb <www.acer.edu.au/opi> Email <[email protected]>
OPI Annual Registration Fee E900 $100.00OPI Individual Test Administration - English E902 $5.50(Individual Test Administrations include two student reports - Individual and Where You’re At)OPI Group Report Facility - Annual Fee E905 $100.00(unlimited number of group reports)
Site License Charges(Includes – Registration fee, unlimited access to OPI for 12 months for both Maths and English and unlimited group reports)Primary Schools $980.00 (inclusive of GST)Secondary School $2750.00 (inclusive of GST)Whole School – for a single campus $3730.00 (inclusive of GST)
NEW NORMING SUPPLEMENTDownload at <www.acer.edu.au/pat_r_supp>
Reading Progress Tests (RPT) Stage 1 and Stage 2
Ideal benchmarking assessment throughout primary yearsDenis Vincent, Mary Crumpler and East London Assessment Group Hodder and Stoughton 1997
Key Features
n Australian norms
n Range of question styles
n Quick and easy to mark
n Ideal for monitoring progress through the Primary Years
Stage 1Range First three years of school
Purpose To assess pre-reading and early reading skills through administration of a Literacy Baseline test in the first year of school and two reading comprehension tests for the second and third year of school.
Administration Untimed, approximately 20 to 50 minutes – group or individual
Assessment Content
n Phonological awareness
n Print concepts
n Word knowledge
n Cloze comprehension
Specimen Set 000RP $63.00Includes a Manual and one of each Test Form
Stage 2Range Years 3–6
Purpose To monitor progress in reading by assessing a range of literal and inferential skills and reading vocabulary.
Administration Untimed, approximately 45 to 50 minutes – group or individual
Assessment Content
n Word meanings
n Multiple choice items – based on a short story, non-fiction passage or poem
n Choosing or supplying missing words in a short story or non-fiction passage
Specimen Set 002RP $71.50Includes a Manual and one of each Test Form and Stimulus Booklet
Developmental Assessment Resource for Teachers (DART)
English – Middle PrimaryWendy Bodey, Lynne Darkin, Margaret Forster and Geoff Masters ACER Press 1997
n Developmental assessment based on National Profile levels
n Provides achievement measures in viewing, reading, listening, speaking and writing
n One-off assessments or integration into classroom programs
n Descriptive and diagnostic photocopiable student report masters
n Informs classroom teaching practice
Range Years 3–8
Middle primary focuses on Levels 1–4 English Profiles
Upper primary/junior secondary focuses on Levels 2–5 English Profiles
Purpose To assess viewing, reading, listening, speaking and writing using a developmental approach based on the English National Profile strands.
Administration Varies, approximately one hour per strand – group
Assessment Content
n Open-ended and multiple choice questions
n Oral presentations
n Writing tasks – narrative, expository and specific purpose
Middle Primary Specimen Set A000MPE $169.00Includes a Manual, Video, Audiotape, Picture Story Book, and one of each Student Answer Booklet and Stimulus Booklet
Upper Primary/Junior Secondary Specimen Set A000IZ $132.00Includes a Manual, Video, Audiotape, Poster and one of each Student Answer Booklet and Stimulus Booklet
ACER offers services to assist teachers in using DART English or DART Mathematics.
For further enquiries contact:
Wendy Dick Tel (03) 9277 5704 Fax (03) 9277 5500 Email <[email protected]>
Group Reading Test (GRT II)
Second Edition
Ken Cornwall, Norman France and Neil Hagues nferNelson 2000
Key Features
n Australian norms
n Short and easy to administer
n Parallel forms for retesting
n Multiple choice format
Range Years 3–8
Purpose To assess the early reading comprehension skills of children and to monitor their progress up to year 8.
Administration Untimed, approximately 30 minutes – group
Assessment Content
n Picture recognition
n Sentence completion
n Cloze context comprehension
Specimen Set 000GRT $50.00Includes a Teacher’s Manual and one of each Test Form A, Form B, Form C, Form D, Form X and Form Y
Burt Word Reading Test
A Gilmore, C Croft and N Reid NZCER 1981
Key Features
n Test card with 110 words listed in order of difficulty
n Best used in conjunction with other reading assessments
Range 6–12.11 years of age
Purpose To assess word recognition skills to provide an approximate reading age.
Administration Approximately 10 minutes – individual
Assessment Content Students read words from the test card until ten consecutive words are read incorrectly.
Specimen Set 000MK $16.50Includes a Teacher’s Manual, Test Card and Record Formset of Score Keys for Form A and Form B
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Martin and Pratt Nonword Reading Test
Frances Martin and Chris Pratt ACER Press 2001
Key Features
n Age norms
n Quick and easy administration
n Tests phonological recoding
Range 6–16 years of age
Purpose To assess the key word reading skill of phonological recoding in order to identify students who are low on these skills and will require additional assistance.
Administration Untimed, approximately 10 minutes – individual
Assessment Content Students respond orally to presentation of seven practice items, consisting of single letters, followed by 54 non-words listed in order of difficulty.
Complete Kit A990MAR $120.00Includes a Manual, Stimulus Book and one pack of 10 of each of Record Booklet A and Record Booklet B
NONWORD™
Phoneme Recognition Assessment
Catherine Parkin Triune Initiatives 2003
Key Features
n Two separate, but parallel sets of 30 progressively more difficult non-words
n Can be used as a decoding or auditory recognition/oral ability assessment
Range 8 years of age to adult
Purpose To assess a student’s ability to recognise phonemic chunks.
Administration Untimed – individual
Assessment Content
Two separate, but parallel sets of 30 progressively more difficult non-words, designed to target the specific decoding needs of students by:
n Eliminating the possibility of words being recognised by sight
n Including the basic, most frequently occurring phonemic chunks
n Using only phonetically regular constructions
All 60 non-words are listed for the assessor’s use showing a breakdown of specific phonemic chunks enabling targeted teaching.
Manual 990NWP $55.00Includes copymasters and laminated card containing the Student Non-word Lists
Assessing and Teaching Phonological Knowledge
John Munro ACER Press 1998
Key Features
n Assists development of phonological knowledge
n Includes assessment and teaching procedures
n Case studies illustrate the rationale of the program
n Parent referral form
Range First three years of school and older children experiencing reading difficulties
Purpose To identify development level of phonological knowledge, assess whether difficulties are due to delayed or immature development, and recommend teaching procedures and follow up tasks.
Administration Time varies – individual
Assessment Content
n Awareness of sound patterns in words
n Segmenting words into sounds
n Sound blending
n Manipulating sounds in words
n Phonemic recoding
Starter Set A000ATP $133.00Includes a Manual, Task Sheets, ten Record Books and ten Checklists
Early Literacy Test
Assessment, Diagnosis and Follow-up
Bill Gillham Hodder and Stoughton 2000
Key Features
n Quick
n Identifies bottom 25% before reading problems become severe
n Allows individual diagnosis and profile
n Provides teaching procedures for targeted literacy needs
Range Preschool and first two years of school
Purpose To identify students most likely to experience reading difficulties by assessing strengths and weaknesses in early literacy.
Administration 15 minutes – individual and follow-up diagnostic administration
Assessment Content
n Book and story concepts
n Word recognition skills
n Knowledge of sounds and letters
Specimen Set 000ELT $69.00Includes a User’s Handbook and one Test Form
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Word Recognition and Phonic Skills Test (WRAPS)
Second Edition
Clifford Carver and David Moseley Hodder and Stoughton Educational 2003
Key Features
n A reliable and objective profile of students’ strengths and weaknesses in phonic skills
n Provides practical suggestions for improving word recognition and for strengthening basic phonic skills
n A standardised word recognition age for each child provides an up-to-date external reference to individual and class performance
n An essential tool for teachers working with older students at low reading levels
Range 5–8 years of age and special needs students
Purpose To assess word recognition by analysing student progress through eight stages of word reading.
Administration Untimed, approximately 15 to 30 minutes – group or individual
Assessment Content
n 50 words presented orally within a sentence and individually
n Students underline the correct word from between five and six alternatives
Specimen Set 0 34085 923 7 $108.00Includes a Manual, Score Key and one of each Test Form A and Form B
Early Language Skills Checklist
Observation-based Assessment for the Early Years
James Boyle and Elizabeth McLellan Hodder and Stoughton 1997
Key Features
n Provides a structured framework for observational assessment
n Targets problems of language delayed students
Range Preschool and first two years of school
Purpose To assess receptive, expressive and social and cognitive use of language and provide practical language teaching ideas and activities targeting the problems of language delayed students.
Administration Varies, observation based – individual
Assessment Content
n Attention and listening skills
n Receptive language
n Expressive language
n Social and cognitive use of language
Specimen Set 000ELS $73.85Includes a Handbook and one Checklist
Salford Sentence Reading Test – Revised
Third Edition
G E Bookbinder Revised by Denis Vincent and Mary Crumpler Hodder and Stoughton 2002
Key Features
n Quick and simple test of oral reading
n Reusable laminated test cards
n Two parallel forms
n Up-to-date norms
n Diagnostic analysis
n Ideal for students making unsatisfactory progress in reading
Range 5-10 years of age
Purpose To assess individual reading progress based on a series of sentences of graded difficulty.
Administration 2-3 minutes per student – individual
Assessment Content Oral reading of a series of 13 sentences of graded difficulty
Specimen Set 003SAL $84.00Includes a Manual, one of each Record Sheet and Test Cards X and Y
Diagnostic English Language Test (DELTA)
Joy McQueen and Cecily Aldous ACER 1994
Key Features
n Provides a starting point for instruction
n Highlights individual strengths and weaknesses
n Assists in class placement
n Identifies support required
Range Years 9–11
Purpose To provide detailed diagnostic information on the English language ability of recently arrived students who have a language background other than English.
Assessment Contentn Listening – announcements, instructions, lessons, social interactionn Reading – matching and labelling, information transfer, reading
comprehension, information detail, word, phrases and drawing inferencesn Writing – report, argumentative essays, choice of tasks, annotated
student works
Specimen Set A990DE $139.95Includes a Manual, Writing Task Masters, Audiotape and one of each Reading Test and Listening Test
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NEW
ACER Applied Reading Test Second Edition (ART-2)
Janine van den Berg and Ian Woff ACER 2006
ACER has updated and enhanced the highly popular Applied Reading Test. This test is suitable for testing literacy for entry into technical and/or trade type positions or courses. Research has found that levels of literacy correlate with a person’s ability to complete courses or perform effectively in certain positions. Three forms of the test have been developed with varying levels of difficulty and items relevant to specific types of occupations:
Key Features
n Key measure of reading comprehension
n Fully revised content and updated Australian norms
n Different versions to suit particular job roles
n Multiple choice format
n Online or paper based
n Scored through ACER Test Scoring Services
Range Years 9–11, TAFE students, apprentices, trainees, technical/trade personnel
Purpose To assess reading comprehension of students for various job roles and courses
Administration 25–30 minutes – group
Assessment Content The ART-2 assesses the ability to comprehend written information.
The General / Clerical Form
A general applied reading test suitable for selection into administrative and clerical roles or courses;
The Technical / Trade Form
Updated version of the Applied Reading Test appropriate for selection into trade and technical roles or courses; and,
The Basic Literacy Form
Designed to assess basic literacy skills for selection into operational roles or applied courses with minimal literacy requirements. It can also be used to test literacy levels of persons from a non-English speaking background.
Specimen Set A000ART $98.00
Additional literacy resources
Boys and Families – Literacy Strengths Resources
Bringing Fathers In Handbook – How to engage with men for the benefit of everyone in the family
Cloze Reading Tests 1–3
ColorCards
Developing Baseline Communication Skills
Early Visual Skills
English Skills Assessment (ESA)
Fathers and Schools Together in Literacy and Learning (FAST)
Group Literacy Assessment
Helping You and Your Partner: Modelled Reading Resource Kit
Hodder Group Reading Test 1–3
How to Use ColorCards in the Classroom
I Can Hardly Wait Till Monday – Women teachers talk about what works for them and for boys
Listening and Literacy Index
Middle Infant Screening Test (MIST)
Progress in English 5–14
Reading Comprehension
Reading for Understanding
Steps in Phonics Assessment
Supplementary Test of Achievement in Reading (STAR)
Talking Classrooms
Understanding Literacy Development
For further details on these products visit our online web catalogue at <www.acerpress.com.au> or contact Customer Service.
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NEW Curriculum Series
Action Literacy
A new series of classroom resources for primary school teachers• Middle Primary materials available July 2007
• Upper Primary materials available February 2008
Action Literacy is a new highly engaging Australian-developed series. Action Literacy incorporates a range of direct instruction, strategy instruction and action-based tasks. The action-based tasks provide students with the opportunity to develop further the skills and strategies learned, as well as to bring together interrelated areas of curriculum, making learning purposeful and meaningful.
What does the series include?Full-colour student stimulus books
n Interesting topics to stimulate students’ interest and keep them engaged in learning
n Format includes text, photographs, diagrams, tables and drawings
n Stimulus materials for topic orientation, guided exploration, open exploration, production and reflection
Teacher’s Guide
The Teacher’s Guide contains a general overview of the teaching and learning materials covered as well as:
n establishing goals and outcomes
n direct instruction guidance
n action-based tasks
n extension and catch-up teaching points
n assessment opportunities
n BLM activity sheets
n teacher reflection/assessment.
Student Workbooks
Student Workbooks are available for each set of stimulus booklets. These contain opportunities for students to practise and be tested in the skills developed in the teaching and learning materials.
The Student Workbooks
n are suitable for use with the series or as a stand-alone skill builder
n focus on the skills and strategies in literacy or numeracy that have been
n taught through direct or explicit instruction
n integrate skills from other key learning area such as research skills,
n communication skills, problem solving skills and ICT
n include embedded assessment milestones.
Stimulus book
Student workbook
Teacher’s Guide
For further information on this exciting new series, turn to pages 4 and 5
Action Literacy Middle Primary Specimen Set A000ALM $149.95
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NEW
Making Sense of Phonics
The Hows and WhysAustralasian edition
Isabel L. Beck ACER Press 2006
From bestselling author Isabel L. Beck—an experienced educator who knows what works—this concise volume provides a wealth of practical ideas for building children’s decoding skills by teaching letter–sound relationships, blending, word building and multi-syllable words. The strategies presented for explicit, systematic phonics instruction are ideal for use in primary-grade classrooms or with older students who are having difficulties. Many specific examples bring the instructional procedures to life while elucidating their underlying rationale; appendices include reproducible curriculum materials.
‘Making Sense of Phonics makes good sense because it is based on findings from strong evidence-based research. It provides practical strategies for teachers that are consistent with key findings and recommendations from the National Inquiry into the Teaching of Literacy.’
Dr Ken Rowe,
Research Director of ACER’s Learning Processes and Contexts research program, and Committee Chair of the National Inquiry into the Teaching
of Literacy (2004–2005)
About the author
Isabel L. Beck, PhD, is Professor of Education in the School of Education and Senior Scientist at the Learning Research and Development Center, University of Pittsburgh.
0 86431 685 2 $34.95
HIGHLY RECOMMENDED
Reading and Learning Difficulties
Approaches to Teaching and Assessment
Peter Westwood ACER Press 2000
This comprehensive guide to teaching reading more effectively presents a variety of research-supported approaches to teaching. These approaches have been designed to make learning to read easier and more successful for all children.
By examining the way readers process texts and identifying the knowledge and skills needed to become a proficient reader, author Peter Westwood explains why learning problems can sometimes occur and what can be done to prevent or overcome these difficulties.
A945BK $29.95Peter Westwood set (5 titles) A947BK $140.00
Also by the author
Commonsense Methods for Children with Special Needs page 52
Learning and Learning Difficulties page 51
Numeracy and Learning Difficulties page 39
Spelling: Approaches to Teaching and Assessment page 29
HIGHLY RECOMMENDED
One in Eleven
Practical Strategies for Teaching Adolescents with a Language Learning Disability
Florence Gough, Mandy Brent and Susan Robinson ACER Press 2001
This whole-school approach to language learning disability (LLD) identifies LLD students and suggests teaching and learning strategies to address this difficulty within various school contexts and subject areas.
n Part I includes information about language learning disabilities.
n Part II considers key issues that arise for LLD students and outlines practical suggestions for use in the classroom.
n Part III examines changing the existing curriculum in ways that will allow success at school for LLD students.
Case study examples support the emphasis on modifying the curriculum and employing explicit teaching strategies for these students. Includes blackline masters.
A949BK $59.95
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HIGHLY RECOMMENDED
M100W Magic 100 Words
Learning Centres Resource
Marcella Reiter Magic Words International 2002
This bestselling literacy resource is designed to accelerate learning and increase fluency and comprehension through fun and engaging activities. M100W Magic 100 Words assists students in mastering the most frequently used words in reading and writing. The first 100 most frequent words make up, on average, one half of all reading words.
Over 80 blackline masters provide a wide range of colourful learning centre resources to help students learn the most frequently used words. Along with teacher observation record forms and test record forms for assessment and reporting, a word recognition test helps establish working levels and measure progress. Optional desk strip/bookmarks and desktop mats provide excellent reinforcement for students.
M100W Magic 100 Words Playing Cards, available separately, support and reinforce automaticity and long-term memory. The pack includes two sets of Magic 100 Words, eight pairs of extra words and eight blank cards.
M100W Magic 100 Words Manual 990MAG $54.95Playing Cards (2 sets) 100MAG $43.95Desk Strips/Bookmarks (10) 400MAG $11.00Desk Strip/Bookmark (1) 401MAG $1.10Desktop Mats (100 words and numbers) (1) 405MAG $2.75Desktop Mat (100 words and numbers) (10) 404MAG $27.50
M100W More Magic Words
Learning Centres Resource
Marcella Reiter Magic Words International 2002
Building upon the 100 most frequently used words in reading and writing, introduced in M100W Magic 100 Words, M100W More Magic Words presents the next 100 frequently used words.
Over 70 blackline masters provide a wide range of colourful learning centre resources to help students learn the next 100 most frequently used words.
M100W Magic 100 Words Playing Cards, available separately, support and reinforce automaticity and long-term memory.
M100W More Magic Words Manual 992MAG $54.95Playing Cards (224) 102MAG $43.95Desktop Mat (200 words & tables) (1) 403MAG $2.75 Desktop Mat (200 words & tables) (10) 402MAG $27.50Starter Pack 000MAG $187.95Includes M100W Magic 100 Words, M100W More Magic Words Manuals, Playing Cards, Desktop Mats and a Bookmark
A Handful of Sounds
Editor Jane Passy ACER Press 2003
Contributes to current working practice by explaining and encouraging therapists to share their knowledge of phonetics and phonology with their colleagues. It shows how the system can be used in both clinical and classroom settings to aid remediation with speech, language, reading and spelling problems.
Cued articulation was originally devised in the late 1970s to help severely language handicapped children understand that sounds could be represented by simple hand cues, which show where and how speech sounds are made.
This original idea also includes colour-coded consonant sounds, which aids written work. The method was found to be an extremely useful teaching aid, not only for the severely language handicapped, but also with hearing impaired, learning disabled, dyslexic, immigrant and mainstream populations.
A Handful of Sounds is written by speech therapists and teachers who have found cued articulation useful in many different settings.
0 86431 457 4 $42.95
Cued Articulation and Cued Vowels
Jane Passy ACER 1990
Jane Passy’s highly successful technique first came about through her work with children with severe speech and language disorders.
Each of the 49 sounds (phonemes) that make up the English phonological system has a separate hand sign – related to where and how, in the mouth, the sound is made. The signs are logical and based on sound linguistic theory. The consonant sounds are colour-coded as an extra visual cue when doing written work.
Cued Articulation and Cued Vowels are two companion texts written by Jane Passy to help teach the pronunciation of spoken English. Cued Articulation describes how to cue consonant sounds while Cued Vowels describes the 23 standard English vowel sounds.
Edited by Lynn Darkin, Marion Meiers and Kathy Nolan ACER 2005
This booklet, in magazine format, is a collection of writing samples from Australian primary school students who participated in the ACER Longitudinal Literacy and Numeracy Study (LLANS) between 1999 and 2005. The booklet is made up of samples of classroom writing from the very beginning of school to year six.
The samples of writing clearly show the development of children’s writing through the primary years of schooling. The annotations provide insight into how writing develops and will be helpful for teahers in their assessment of student writing. The booklets are also designed for students to look at so that they can compare their own writing samples with the samples in the collection, helping them to understand their own writing journey.
0 86431 421 3 $12.95
Cue in to Cloze
Graded Cloze Texts and Language Activities
Lynn Hutchinson Hodder and Stoughton 2000
A photocopiable resource of 60 carefully graded cloze texts that require students to use the full range of semantic, syntactic and contextual cues to derive meaning from text.
Book 1 is suitable for students with a 10–13 years of age interest range and an 8–10 reading age.
Book 2 is suitable for students with an 11–14 years of age interest range and a 9–12 reading age.
Each book includes follow-up activities to encourage greater interaction with the text and the use of increasingly complex language skills, an answer key, and a readability guide.
Cue in to Cloze Book 1 100CUE $89.00Cue in to Cloze Book 2 102CUE $89.00
RAPT in Reading
Recipes for Literacy Success
Beth Wood and Glenda Jorgensen Heads Together 1998
Based on Gardner’s theory of multiple intelligences, RAPT in Reading is aimed at parents and teachers who, in meaningful partnerships, have the potential to develop literacy skills in students. The ‘recipes’ are simple and easy to implement. The activities are grouped according to the student’s prominent intelligence and graded from the very simple to the more complex.
825BK $27.45
Our Dreamings
Aboriginal Art and Culture CD-ROM
This interactive multimedia CD-ROM about Australian Aboriginal art and culture features Warlpiri artists from the central desert.
With comprehensive educational notes and links to internet resources for further studies, Our Dreamings is an excellent educational resource which provides a broad view of indigenous art and the ancient traditional culture it represents.
It explores the meaning of the symbols used in the paintings and the aspects of Australian Aboriginal art they represent. Other areas of information include videos of the lives of artists Malcolm Jagamarra and Janet Nakamarra, history of central desert art, the artists painting and cultural events, as well as a short Warlpiri dictionary, an explanation of iconography and a gallery of the artists’ work.
490SW $55.00
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Success with Reading and Writing
Helping At-risk Students 8–13 Years
Gaelene Rowe, Helen Lamont, May Daly, Debra Edwards and Sarah Mayor Cox Dellasta Publishing 2000
This practical resource brings together many teaching methods and assessment techniques to assist teachers to develop their students’ reading and writing skills beyond the early years of schooling.
Success with Reading and Writing provides essential information about how older students develop effective literacy skills and includes a set of guiding principles to assist the assessment of reading and writing development prior to and during intervention.
872BK $43.95
Learning Differently
Assessing and Developing Literacy Skills with Adults and Young People
Judy Geiger-Jennings, Ros Butcher and Daryl Greaves Donvale Living and Learning Centre 2001
Provides practical pathways for literacy teachers to assist and meet the diverse needs of adolescent and adult literacy learners. It is particularly suitable to use with people returning to study, or embarking on training programs.
Learning Differently is divided into three sections: an Intake Questionnaire provides initial information on writing, reading and oral skills, a Literacy Ability Profile provides a more detailed picture of the person’s literacy learning strengths and weaknesses, and Teaching Strategies includes practical suggestions and ideas on how to intervene with the reading and writing difficulties identified by the Literacy Ability Profile.
967BK $33.00
Literacy and the Curriculum
Success in Senior Secondary Schooling
Joy Cumming and Claire Wyatt-Smith ACER Press 2001
Draws on a body of authentic classroom data to show the dynamic nature of literacy demands within and across curriculum areas. The underlying concept is that literacy can no longer be defined as the ability to read and write at a functional level. It makes clear how success in schooling hinges on student abilities to coordinate and articulate multiple literacies, drawing on various modes and channels of communication in complex and interrelated ways.
A893BK $49.95
Early Communication Skills
Practical Activities for Teachers and Therapists
Charlotte Lynch and Julia Cooper Winslow 1999
More than 100 communication-based activities provide a practical framework on which to plan programs of work and therapy. Authors Charlotte Lynch and Julia Cooper have drawn from their own experiences to develop the activities. All the ideas presented in Early Communication Skills have been trialled. Contents include pre-verbal skills, listening-awareness of sound, listening-awareness of voice, vocalisations, auditory discrimination, speech discrimination, auditory/visual memory and early words. 802BK $124.95
